Tuesday, January 30, 2018Opener: IAN: Role play the scenarios with a partner, listing potential appeals. Discuss (large group) then revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion. Work Session:

SB: Review interview transcripts and discuss advantages and disadvantages of a post-secondary education. Include quotes from your interviewees.

SB: View the “Why go?” presentation from College Board; take notes in the table p.65. Rank the reasons and evidence for level of persuasion.

SB: Compose a paragraph explaining the central claim of the “Why Go?” presentation and the way the author presents and supports that claim.

Closer: IR: Look for examples of parallel structure, rhetorical appeals, and anaphora. Log it in your IAN IR section. HOMEWORK: Complete phrases and clauses practice on No Red Ink. Read IR book (due Feb. 9); first set of ZINC due Feb. 6.

Wednesday, January 31, 2018Today you will have a sub. I will be at STEM Innovation Training. :) Opener: IAN: Revisit “Education Still Pays” and analyze the appeals (ethos, pathos, logos); discuss the difference between argument and persuasion. Add SOAPSTone and SMELL graphics to IANWork Session:

SB: Activity 1.15: Imagine the President of the United States is speaking to students at a public school with a live broadcast to schools all over the country. Predict some ways in which the president might use logos, ethos, and pathos to convince students that they should work hard in school.

SB: Listen to and read Obama’s speech, analyzing rhetorical appeals, focusing on the concession and refutation in paragraphs 17 & 18 and the rhetorical questions, anaphora, and parallelism at the end of the speech.

​SB: Complete the text dependent questions and “Working from the Text” (with white boards in groups). Share with the class.

Closer: IR: Enjoy!.HW: read IR book (due Feb. 9); first set of ZINC due Feb. 6.

SB: Activity 1.16: Review the informational text, speech, and presentation from this unit and identify examples of the different types of evidence used, explaining the purpose of each as a tool of persuasion; fill in the chart p. 79.

SB: Read the editorial “An Early Start on College” and answer the text-dependent questions.

SB: In small groups, complete “Working from the Text” using highlighted quotes from the text. Discuss “Check Your Understanding.”

Closer: IR: Enjoy!HW: read IR book (due Feb. 9); first set of ZINC due Feb. 6.